A piece of literature is analyzed and adapted to a script.
Works best with stories that are simple and lively and that have lots of characters and dialogue but virtually any piece of literature, including poems, can be adapted.
Most stories will also include a narrator.
There is an emphasis on fluency in oral reading but the following literacy connections can also be made through a Reader’s Theater script:
o Rich language and vocabulary
o Imagery and expression
o Voice
o Characterization and motivation
o Intonation and inflection
o Automaticity
o Prosody (reading a text with appropriate phrasing and expression)
o Pacing
o Exemplary literature samples
o Poise
o Foster a love of reading
o Pure enjoyment
Depending upon the grade level of the students, teachers can prepare scripts ahead of time or students can prepare the scripts themselves.
If students prepare the scripts, it allows them to analyze the piece of literature for themselves.
Once scripts are prepared, students read, rehearse and perform in class.
There is no memorization; readers have the scripts in their hands the entire time.
Props are minimal, if used at all, and are items that are easily found within the classroom.
It is important to pre-teach vocabulary words in the scripts.
Students need some practice time to get a feel for the characters and to practice using their voice and intonation skills.
In order to involve all students in the class, each student could have their own copy of the scripts whether they are performing or not.
Teachers may also pre-read the entire script in order to model the voice, inflection, intonation, etc. of the characters in the script.
After the performance, follow-up questions and/or the completion of a graphic organizer are examples of formative assessments.
Literary connections can be made between content subject areas and fiction.
Following is an example of how a Reader’s Theater lesson might “look”:
BEFORE beginning a Reader’s Theater presentation:
Introduce key vocabulary
Read the entire script orally to model appropriate reading strategies
DURING the lesson but before the presentation:
Divide the class into groups according to the number of characters/narrators necessary for the script
Allow each group to read and practice the parts
The “Group of the Day” is selected to actually present the Reader’s Theater script
DURING the Reader’s Theater presentation:
The selected students read their parts of the script
All students follow along with the parts using their own scripts
Students who are presenting the script should practice poise, eye contact, movement, voice, etc.
Students who are presenting the script may use a few small props and/or may want to move on and off the “stage”, depending on your room arrangement
AFTER the Reader’s Theater presentation:
Complete a graphic organizer, maybe a Venn diagram, to show the similarities and differences between themselves and the characters or events in the story
Have each student answer some RESPONSE QUESTIONS. Some examples might include:
-What lesson did the characters learn? -Who can you rely on for help in a bullying situation? -What would you do if a bully bothered you?
BEFORE beginning a Reader’s Theater presentation:
DURING the lesson but before the presentation:
DURING the Reader’s Theater presentation:
AFTER the Reader’s Theater presentation:
- Complete a graphic organizer, maybe a Venn diagram, to show the similarities and differences between themselves and the characters or events in the story
- Have each student answer some RESPONSE QUESTIONS. Some examples might include:
-What lesson did the characters learn?-Who can you rely on for help in a bullying situation?
-What would you do if a bully bothered you?